NE FFA & AFNR Handbook Supplement

Transcription

1 NE FFA & AFNR Handbook Supplement Lesson C Supervised Agricultural Experience Through a series of enrollment, experience, labeling and demonstration events, students explore, understand and apply content around the following questions: 1. What is a Supervised Agricultural Experience program? 2. What might my SAE program look like? This lesson facilitates students in dissecting the SAE component of agricultural education and its many options. Objectives Supervised Agricultural Experience By the end of this lesson, students will know or be able to: 1. Define SAE and the terms supervised, agricultural and experience. 2. List and describe the four types of SAE programs. 3. Explain one example for each of the four types of SAE programs. 4. List three different SAE ideas. 5. Design a brochure to share information about an SAE idea of interest to them. Materials Supervised Agricultural Experience A handful of cash (or Monopoly money) One copy of the Guided Notes Sheet per student One copy of the SAE Program Brochure Rubric per student Computers with access to the Internet SAE idea cards purchased through National FFA, if desired Sample brochures Music Preparatory Work Supervised Agricultural Experience Make copies of the Guided Notes Sheet for this lesson Make copies of the SAE Program Brochure Rubric Enroll the Students Supervised Agricultural Experience 1 minute (Holding up a handful of cash) Raise your hand if you like to earn this. How many of you would like to earn cash for doing something you really love, and may not even seem like work? During the next couple of days, we ll get a good idea of what it is you love to do and figure out how you can make money doing it! 1 P a g e

2 Provide the Experience Supervised Agricultural Experience 4 minutes Pull out the diagram we completed that had a box surrounding a three-circle model and take a look at it. Yesterday we talked about the first circle in the diagram. What was it again? (Classroom) Right. And what are some of the classes we might be able to take? (Seek a few answers from students.) Today, we ll dive into the second circle of the model SAE. Raise your hand if you know what SAE stands for or what it is. (Seek a few answers from students.) Some of us already have a pretty good idea about what SAE is and some of us have never heard of it before. Either way, we ll take whatever knowledge you have and grow it during our time today. When I say pair up, find a partner and create three actions to represent the three words of our topic today; Supervised Agricultural Experience. Be prepared to share! Pair up! Play up-beat music so students work quickly to find a partner create three motions. Provide students a short time approximately 2 minutes to solidify their motions and then focus student attention on a pair of students you asked to share their motions first. Ask several (or all) groups to share their motions. Thank and congratulate students for their work. Label the Information Supervised Agricultural Experience 10 minutes Great work everyone! Let s take a seat and get out a writing utensil. Provide each student with a Guided Notes Sheet. What does it mean to say that something is supervised? (Someone watches or monitors the activity.) What does it mean to say that something is agricultural? (Anything tied to agriculture production and non-production.) What is an experience? (Something that a person does; an activity.) So our time today will be spent around activities that we do where we re involved in agriculture and adults assist and guide us during our involvement. You all just defined Supervised Agricultural Experience! Take a moment to capture some of those ideas on your Guided Notes Sheet. Now let s take it a step further. On your Guided Notes Sheet, you see that there are four types of SAE programs listed. What do we know about those words? 2 P a g e

3 As students share what they know about the four types of SAE programs, reiterate and polish the definitions so that all students may write down phrases that make sense to them and define the words. Make sure students also discuss some examples in each of the areas. Use the following information as a guide: Entrepreneurship Owning and operating my own business Examples: starting a greenhouse, operating a landscaping business, raising crops or livestock, processing and selling food products, operating an agro-tourism business Placement Working for someone else in the agriculture industry Examples: working for a farmer or rancher, working at an agriculture supply store, working for a zoo or veterinarian, working at someone else s greenhouse Research and Experimentation Planning and conducting research using the scientific process Examples: Experiments/research on food science, water science, fertilizer application, livestock feed Exploratory Job shadowing, researching or completing an agricultural careers project Examples: Job shadowing multiple people in the animal science industry, researching a career and shadowing someone in each of the six pathways, creating a video about agricultural careers, creating a board game for a teacher to use with younger students about agricultural careers Demonstrate the Relevance Supervised Agricultural Experience 33 minutes Raise your hand if you have some kind of job. This might be a summer job, or one that you continue during the school year. Ask a few students to share a brief description of their job. Raise your hand if you believe your current job fits into one of the categories we just defined. As a member of this class and of FFA, each of you has the opportunity to begin or enhance your SAE program. And the great news is that we get to start today! Let s capture a few more thoughts on our Guided Notes Sheet and then we ll dive in. SAE programs can help us make money or they may be volunteer-based. FFA members must have an SAE program. FFA members can complete proficiency award applications which score students on the quality of their program. These competitions happen at the district, state and national levels. SAE programs are used to determine FFA member qualifications for the State and American FFA Degrees. Now it s time to start dreaming! We know what an SAE is and that we need to establish a program. Let s get started! 3 P a g e

4 There are two parts to our project. The first part is a little bit of research about SAE programs. The second part is creating an SAE brochure to advertise our own SAE programs. You have the remainder of class today to work on the research portion of the project. You may use the computers and Internet to go to National FFA s web site where you ll find lots of SAE ideas. The web address is I will provide each of you with a scoring rubric for the brochure project. You have (indicate an amount of time) to complete the project to the best of your ability. The entire purpose of the project is to help you build and maybe even advertise your SAE program. Review the scoring rubric with the students and allow the remainder of class time to work on the project. You may allow additional class time or you may require that all work be completed outside of the classroom. Answer any questions students may have and allow them to begin the project. Bring sample brochures to the classroom so students several examples to reference as they create the layout and design for their brochures. Additionally, if you have or can obtain the SAE Idea Cards which are for purchase through National FFA, they are a great resource for students to use for this project. Review the Content 1 minute On the count of three, everyone demonstrate the actions you developed for Supervised Agricultural Experience to someone near you. One two three! Celebrate Student Success 1 minute Look at the person next to you and say, I can t wait to see your SAE grow! Review any classroom announcements. 4 P a g e

5 This curriculum provided as a special project by Nebraska FFA Foundation The Nebraska FFA & Agriculture, Food and Natural Resources Career Handbook is a special project by Nebraska FFA Foundation, funded by True Blue Sponsors. 5 Page

6 Supervised Agricultural Experience Guided Notes Sheet 1. Entrepreneurship: 2. Placement: 3. Research and Experimentation: 4. Exploratory: SAE programs can help us make or they may be -. must have an SAE program. FFA members can complete which score students on the quality of their program. These competitions happen at the, and levels. SAE programs are used to determine FFA member qualifications for the and FFA. 6 P a g e

7 SAE Brochure Project Scoring Rubric CATEGORY Writing - Grammar There are no in the There are no in the brochure after feedback from an adult. There are 1-2 in the brochure even after feedback from an adult. There are several in the brochure even after feedback from an adult. Spelling & Proofreading No spelling errors remain after one person other than the typist reads and corrects the No more than 1 spelling error remains after one person other than the typist reads and corrects the No more than 3 spelling errors remain after another person reads and corrects the Several spelling errors in the Writing - Mechanics Capitalization and punctuation are correct throughout the Capitalization and punctuation are correct throughout the brochure after feedback from an adult. 1-2 capitalization and/or punctuation errors remain, even after feedback from an adult. Several capitalization or punctuation errors remain in the brochure even after feedback from an adult. Attractiveness & Organization Graphics/Pictures The brochure has exceptionally attractive formatting and well-organized information. Graphics go well with the text and there is a good mix of text and graphics. The brochure has attractive formatting and well-organized information. Graphics go well with the text, but there are so many that they distract from the text. The brochure has well-organized information. Graphics go well with the text, but there are too few and the brochure seems "textheavy". The brochure's formatting and organization of material are confusing to the reader. Graphics do not go with the accompanying text or appear to be randomly chosen. Categories Included All categories are 7-8 categories are included: 1. What is included an SAE? 2. SAE Category 3. Possible Award Areas 4. SAE Description 5. How to Begin 6. Who will Help? 7. SAE Goals 8. Contact Information 9. Business name (if applicable) Sources Thoroughness Careful and accurate records are kept to document the source of % of the facts and graphics in the Enough information about each category is provided so the SAE program description is clear to anyone reading the 5-6 categories are included Careful and accurate Careful and accurate records are kept to records are kept to document the source of document the source 94-85% of the facts and of 84-75% of the facts graphics in the and graphics in the A few items about the SAE program are unclear to someone who reads the brochure Most items about the SAE program are unclear to someone who reads the Fewer than 5 categories are included Sources are not documented accurately or are not kept on many facts and graphics. So little information is provided that the program cannot be clearly understood by another person. 7 P a g e